Considerations and Choices in Selecting/Adopting a Literacy (Reading and/or Language Arts) Curriculum/Program Melissa D. H. Keenan, Ed.D. Educational Consultant/Literacy

Considerations and Choices in Considerations and Choices in Selecting/Adopting a Literacy Selecting/Adopting a Literacy

(Reading and/or Language Arts) (Reading and/or Language Arts) Curriculum/ProgramCurriculum/Program

Melissa D. H. Keenan, Ed.D.Melissa D. H. Keenan, Ed.D.Educational Consultant/Literacy SpecialistEducational Consultant/Literacy Specialist

NH Reading First Professional Development ProviderNH Reading First Professional Development Provider

2006 2006 Best Practices ConferenceBest Practices Conference on onCurriculum, Instruction, and AssessmentCurriculum, Instruction, and Assessment

The New Hampshire School Administration Association The New Hampshire School Administration Association (NHSAA)(NHSAA)

Thursday, January 26, 2006Thursday, January 26, 2006Concord, NHConcord, NH

Overall Purpose of Overall Purpose of PresentationPresentation

““What are the research and practical What are the research and practical considerations to keep in mind in adopting considerations to keep in mind in adopting and implementing a reading/language arts and implementing a reading/language arts curriculum for your school or district?”curriculum for your school or district?”

Dr. Mark V. Joyce, Executive DirectorDr. Mark V. Joyce, Executive DirectorNew Hampshire School Administrators AssociationNew Hampshire School Administrators Association

BackgroundBackground

• Elementary School: Dick and JaneElementary School: Dick and Jane• Middle School: Open Classroom with SRAMiddle School: Open Classroom with SRA• High School: Literature and EssaysHigh School: Literature and Essays• College: Directed Reading Teaching ApproachCollege: Directed Reading Teaching Approach• Preschool/Daycare: Developmentally Appropriate PracticesPreschool/Daycare: Developmentally Appropriate Practices• 66thth Grade Teacher: Basals/Essays to Reading/Writing Workshop Grade Teacher: Basals/Essays to Reading/Writing Workshop• Masters Program: Literacy, Society, and CultureMasters Program: Literacy, Society, and Culture• 33rdrd Grade Teacher: Whole Language/Integrated Curriculum/Inquiry Grade Teacher: Whole Language/Integrated Curriculum/Inquiry• Doctoral Program: Reading Recovery; Reader Response; ResearchDoctoral Program: Reading Recovery; Reader Response; Research• Tutorials: Embedded and Explicit InstructionTutorials: Embedded and Explicit Instruction• College Teaching: Apprenticeship ModelCollege Teaching: Apprenticeship Model• Reading Excellence Act: Fountas & Pinnell/Four Blocks to Core Reading Excellence Act: Fountas & Pinnell/Four Blocks to Core

ProgramsPrograms• Reading First: Comprehensive Reading ProgramReading First: Comprehensive Reading Program

DefinitionsDefinitions

• Best Practices & ResearchBest Practices & Research

• Language Arts & LiteracyLanguage Arts & Literacy

• Curriculum & ProgramsCurriculum & Programs

Best Practices & ResearchBest Practices & Research

Scientifically Based ResearchScientifically Based Research• Employ systematic, empirical methods that draw on Employ systematic, empirical methods that draw on

observation or experiment;observation or experiment;• Involve rigorous data analyses that are adequate to test the Involve rigorous data analyses that are adequate to test the

stated hypotheses and justify the general conclusions;stated hypotheses and justify the general conclusions;• Rely on measurements or observational methods that Rely on measurements or observational methods that

provide valid data across evaluators and observers, and provide valid data across evaluators and observers, and across multiple measurements and observations; andacross multiple measurements and observations; and

• Be accepted by a peer-reviewed journal or approved by a Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively panel of independent experts through a comparatively rigorous, objective, and scientific review.rigorous, objective, and scientific review.

Stanovich & Stanovich, 2005Stanovich & Stanovich, 2005National Institute for LiteracyNational Institute for Literacy

From Language Arts to From Language Arts to LiteracyLiteracy• ReadingReading

• WritingWriting

• ListeningListening

• SpeakingSpeaking

• ReceptiveReceptive

• ExpressiveExpressive

• PrintPrint

• OralOral

Curriculum Curriculum == Program Program

CurriculumCurriculum: Addresses “The What and the When”: Addresses “The What and the When”

What do we want our children to know and be able What do we want our children to know and be able to do with respect to language arts?to do with respect to language arts?

ProgramProgram: Addresses “The What, the How, the Who, the : Addresses “The What, the How, the Who, the Where, the When, and sometimes even the Why”Where, the When, and sometimes even the Why”

Instructional programs are our Instructional programs are our toolstools for addressing for addressing our curricular expectations and for carrying out our curricular expectations and for carrying out instruction.instruction.

Underlying AssumptionUnderlying Assumption

Inevitably, programs inadequately Inevitably, programs inadequately meet our expectations and therefore meet our expectations and therefore must be strengthened and enhanced must be strengthened and enhanced

by the decisions we make to by the decisions we make to establish a establish a comprehensivecomprehensive literacy literacy

program.program.

Comprehensive ProgramComprehensive Program

Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation

Programs and MaterialsPrograms and Materials

• Core Programs and MaterialsCore Programs and Materials

• Supplemental Programs and Supplemental Programs and MaterialsMaterials

• Intervention Programs and MaterialsIntervention Programs and Materials

AudienceAudience DesignDesign

OptionsOptionsProgram Program

OptionsOptions

StateState SystemicSystemic

DesignDesignComprehensiComprehensi

veve

ProgramProgram

DistrictDistrict Pre-PackagedPre-Packaged

DesignDesignCore Core

ProgramProgram

SchoolSchool Research & Research & Theory-Driven Theory-Driven

DesignDesign

SupplementaSupplemental l

ProgramProgram

ClassrooClassroomm

Practical Practical Resources & Self-Resources & Self-

DesignDesign

Intervention Intervention

ProgramProgram

What are our choices/options?What are our choices/options?

A Sampling of Programs and Materials A Sampling of Programs and Materials

““Core” ProgramsCore” Programs

Pre-Packaged & ResourcesPre-Packaged & ResourcesSupplemental Supplemental

ProgramsProgramsIntervention ProgramsIntervention Programs

(Fluency & Intensive)(Fluency & Intensive)

HarcourtHarcourt Crystal Crystal Springs/SDESprings/SDE

Accelerated Accelerated ReaderReader

Elements of Elements of Readg: Readg: FluencyFluency

Corrective Corrective ReadingReading

Houghton Houghton MifflinMifflin

Fountas & Fountas & PinnellPinnell

DestinationDestination

ReadingReadingFluency First!Fluency First! HorizonsHorizons

MacmillanMacmillan

McGrawMcGrawFour BlocksFour Blocks Early Success Early Success

& Soar to & Soar to SuccessSuccess

Fluent ReaderFluent Reader Reading Reading Mastery Mastery ClassicClassic

Open CourtOpen Court Heinemann & Heinemann & StenhouseStenhouse

HeadsproutHeadsprout Great LeapsGreat Leaps Reading Reading RecoveryRecovery

Reading Reading MasteryMastery

Literacy Literacy CollaborativeCollaborative

Reading A-Z: Reading A-Z: Fluency Fluency PassagesPassages

QuickReadsQuickReads Read WellRead Well

RigbyRigby

ScholasticScholasticReading/Reading/Writing Writing WorkshopWorkshop

Leveled Leveled LibrariesLibraries

Read Read NaturallyNaturally

Spell, Read, Spell, Read, P.A.T.P.A.T.

Scott Scott ForesmanForesman

Strategies Strategies That WorkThat Work

Reading CountsReading Counts Soliloquy Soliloquy Success for Success for AllAll

Success for Success for AllAll

Trainings & Trainings & WorkshopsWorkshops

WaterfordWaterford VoyagerVoyager

VoyagerVoyager Wilson Wilson Reading Reading

ResourcesResources

Consumer’s Guide for Evaluating Consumer’s Guide for Evaluating ProgramsPrograms

Reviews and Ratings of ProgramsReviews and Ratings of Programs ResearchResearch Presentations by PublishersPresentations by Publishers Close Examination of Programs/MaterialsClose Examination of Programs/Materials Consultations with other Districts/Schools Consultations with other Districts/Schools Piloting of the ProgramsPiloting of the Programs

Issues to AddressIssues to Address

• Teacher Autonomy & Professional Teacher Autonomy & Professional JudgmentJudgment

• Philosophical OrientationPhilosophical Orientation

• Fidelity of ImplementationFidelity of Implementation

• Program EvaluationProgram Evaluation



Leadership, Coordination, and Leadership, Coordination, and CommunicationCommunication

• Prioritize: Principal, as Instructional Prioritize: Principal, as Instructional LeaderLeader

• Appoint a Literacy CoordinatorAppoint a Literacy Coordinator• Expect All Staff Responsible for literacy Expect All Staff Responsible for literacy

instruction to play a role in the processinstruction to play a role in the process• Establish Instructional TeamsEstablish Instructional Teams• Bring on the Literacy CoachesBring on the Literacy Coaches• Work with all constituents who have an Work with all constituents who have an

impact on literacy instructionimpact on literacy instruction

ResourcesResources

• Planning and Evaluation Tool for Planning and Evaluation Tool for Effective School-wide Reading Effective School-wide Reading ProgramsPrograms

• Principal Tools to Support A School-Principal Tools to Support A School-wide Reading Initiativewide Reading Initiative

• Coaching ResourcesCoaching Resources

• Instructional Team GuidelinesInstructional Team Guidelines



CurriculumCurriculum

Local language arts curriculumLocal language arts curriculumWhat do we want our children to know and be able to What do we want our children to know and be able to

do?do?

Informed by:Informed by:Overall Goal and Vision StatementOverall Goal and Vision Statement

Community ExpectationsCommunity ExpectationsScope and Sequence ChartsScope and Sequence Charts

NH Language Arts FrameworksNH Language Arts FrameworksGrade Level ExpectationsGrade Level Expectations

National StandardsNational StandardsResearchResearch

CurriculumCurriculum

What are our tasks?What are our tasks?• Become well informed by reading curricular Become well informed by reading curricular

documents and researchdocuments and research• Divide up the work by specializing Divide up the work by specializing • Be patient with the process and give it timeBe patient with the process and give it time• Develop a clear understanding of the Develop a clear understanding of the

continuum of skills (to ensure systematic continuum of skills (to ensure systematic instruction) and map these skills across yearinstruction) and map these skills across year

• Align curricular expectations to progress Align curricular expectations to progress reports/report cardsreports/report cards

For example:For example:From Reading to Essential From Reading to Essential ElementsElementsScientifically Based Scientifically Based ReadingReading Research Research

• Phonemic AwarenessPhonemic Awareness

• PhonicsPhonics

• FluencyFluency

• VocabularyVocabulary

• ComprehensionComprehension

Overview Documents

Taken from University of Oregon Taken from University of Oregon IDEA websiteIDEA website



AssessmentAssessment

• We need valid and reliable tools, as We need valid and reliable tools, as well as informal tools.well as informal tools.

• We need tools for different purposes:We need tools for different purposes:– ScreeningScreening– Progress MonitoringProgress Monitoring– DiagnosticDiagnostic– OutcomeOutcome

Five EssentialComponents

DIBELS Measure

Kindergarten Grade 1 Grade 2 Grade 3-6

F W S F W S F W S F W S

PhonemicAwareness

Initial SoundFluency

X X

PhonemeSegmentation

FluencyX X X X X

Phonics (AlphabeticPrinciple)

Letter NamingFluency

X X X X

Nonsense WordFluency

X X X X X X

Fluency Oral ReadingFluency

X X X X X X X X

Vocabulary Word UseFluency

X X X X X X X X X X X X

Comprehension Retell FluencyX X X X X X X X

Dynamic Indicators of Basic Early Literacy Skills Dynamic Indicators of Basic Early Literacy Skills (DIBELS)(DIBELS)

Issues to AddressIssues to Address

• Importance of Valid and Reliable DataImportance of Valid and Reliable Data

• Consistency and Efficiency Consistency and Efficiency

• Time for Training, Calibration, Data Time for Training, Calibration, Data Entry, and AnalysisEntry, and Analysis

• Teacher Ownership vs. District Teacher Ownership vs. District OwnershipOwnership

• Data Informed InstructionData Informed Instruction

Data Informed

Instruction

ResourcesResources

• DIBELS (http://dibels.uoregon.edu)DIBELS (http://dibels.uoregon.edu)

• Big Ideas in Reading: Assessment Big Ideas in Reading: Assessment

• Analysis of Reading Assessment Analysis of Reading Assessment Instruments Instruments

• Assessment Analysis Coding FormsAssessment Analysis Coding Forms



InstructionInstruction

InstructionaInstructional l

SettingsSettings

• Tier ITier I

• Tier IITier II

• Tier IIITier III

Instructional Instructional

RoutinesRoutines

• Whole Whole GroupGroup

• Small Small GroupGroup

• IndependenIndependent Practicet Practice

Instructional Instructional

StrategiesStrategies

• Lesson Lesson PhasesPhases

• CharacteristiCharacteristics of cs of Effective Effective Instruction Instruction

• Content Content Specific Specific StrategiesStrategies

Taken from University of Texas Taken from University of Texas Vaughn Gross Center for Reading Vaughn Gross Center for Reading

and Langauge Artsand Langauge Arts

Core classroom instruction All students

Strategic InterventionApproximately 20–30% of

students

Intensive interventionApproximately 5–10% of

students

I

II

III

(may include special education students)

3-Tier Reading Model3-Tier Reading Model

Apprenticeship Model of InstructionGoal: Foster Independence through effective and

systematic instruction.

To With By

Teacher Gradually Releases

Responsibility

Student Gradually Assumes

Responsibility

OrientationExplicit &

SystematicExtensive Modeling

Guided PracticeCorrective Feedback

Maximize Engagement

RelevantIndependent

Practice

Taken from Univeristy of Oregon Taken from Univeristy of Oregon Big Ideas websiteBig Ideas website

Example: Research Based Strategies for Fluency instruction



Needs of Special Needs of Special PopulationsPopulations• Special EducationSpecial Education

• Socioeconomic LevelSocioeconomic Level

• RaceRace

• English Language LearnersEnglish Language Learners

• Migrant/Homeless Migrant/Homeless

• TransientTransient

• Troubled/DifficultTroubled/Difficult

• GiftedGifted

Access to PrintAccess to Print

• Library programs and resourcesLibrary programs and resources

• After-school programsAfter-school programs

• Summer programsSummer programs

• Tutorial programsTutorial programs

• Family Literacy/Parent Education Family Literacy/Parent Education programsprograms

• Community-based programsCommunity-based programs



Professional DevelopmentProfessional Development

• OngoingOngoing

• Job-EmbeddedJob-Embedded

• Data DrivenData Driven

• Responsive and SupportiveResponsive and Supportive

• High-quality, knowledgeable trainersHigh-quality, knowledgeable trainers

• Opportunities for modeling, Opportunities for modeling, demonstration and practicedemonstration and practice

ResourcesResources

• Professional Development Guidelines from Professional Development Guidelines from Professional OrganizationsProfessional Organizations

• Teaching Reading IS Rocket Science: What Expert Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Teachers of Reading Should Know and Be Able to Do (Moats)Do (Moats)

• Every Child Reading: An Action Plan (Partnership Every Child Reading: An Action Plan (Partnership for Reading)for Reading)

• Tips for Designing A High Quality Professional Tips for Designing A High Quality Professional Development Program (National Center for Development Program (National Center for Reading First Technical AssistanceReading First Technical Assistance))



Technical AssistanceTechnical Assistance

• Logistical supportLogistical support

• Technology supportTechnology support

• Administrative supportAdministrative support

• Coordination and CommunicationCoordination and Communication

• Change ProcessChange Process

Program EvaluationProgram Evaluation

• Student AchievementStudent Achievement

• Program ImplementationProgram Implementation

• Summary of EffectivenessSummary of Effectiveness

In summary . . .In summary . . .

Professio

nal Dev

elopmen

tCurriculum

ReadingWriting

ListeningSpeakingViewing

Content Areas

InstructionExplicit or Direct

ModelingGuided Practice

Application

AssessmentScreening ToolsDiagnostic Tools

Progress Monitoring ToolsOutcome Based Tools

Informal Tools

Access to PrintActivities

Programs and MaterialsCore Programs

Supplemental ProgramsIntervention Programs Meeting the Needs of

Special Populations

Technical Assistance

Evaluation &

Reporting

Contact Information:Contact Information:

Melissa D. H. Keenan, Ed.D.Melissa D. H. Keenan, Ed.D.

Lancaster Learning CenterLancaster Learning Center

PO Box 269, 97 Main St.PO Box 269, 97 Main St.

Lancaster, NH 03584Lancaster, NH 03584

Phone: 603-788-2288Phone: 603-788-2288

Email: [email protected]: [email protected]